The Effects of Asynchronous Online Discussions on Reading Teachers' Multicultural Understanding and an Academic Vocabulary Intervention on Students' English Learning

Following this line of thinking, Chen and Browne examined the impact of structured asynchronous online discussions on reading teachers' understanding and teaching stance of multicultural literature. Understanding academic vocabulary is central to communicating and thinking about disciplinary content (Nagy & Townsend, 2012). [...]it is important to understand the effects of various interventions on students' academic vocabulary, including those whose first language is English and those English language learners in different age groups (Lesaux, Kieffer, Faller, & Kelley, 2010). [...]we sincerely encourage all the Chinese American Educational Research and Development Association members, other professional researchers, and practitioners to contribute to the Educational Research & Development Journal.